ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book offers an exciting array of empirically supported pedagogical examples of how preservice and in-service teacher education can draw on the concept of language teacher identity. More importantly, it showcases the pedagogies and practice of language teacher identity, to further teacher learning, growth, and agency. The book shows that there is not a singular, ideal professional self; nor do the authors seek unity in identity work. Indeed, the multidimensional and messy nature of the identity work is well-researched and well-presented through systematic analyses of a wide range of the data collected in different kinds of contexts and situations and through interactions with many kinds of language teachers.
